Abstract
<p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="punctuation-wrap:simple"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">本研究目的在發展建置電腦化注意力診斷測驗之線上平台，提出診斷注意力向度之模式，同時瞭解</span>ADHD<span style="font-family:"新細明體",serif">學生與一般學生在注意力表現上的差異。測驗內容根據注意力相關理論編製，共分為</span>10<span style="font-family:"新細明體",serif">個分測驗，同時經模式驗證分類為三個因素分數：圖畫注意力、推理注意力與語文注意力。測驗經過預試修正題目，並選取學前到國中階段共計</span>250<span style="font-family:"新細明體",serif">位參與者進行正式試並建立常模與</span>CADA<span style="font-family:"新細明體",serif">商數，本研究所發展之</span>CADA<span style="font-family:"新細明體",serif">內部一致信度為</span>.824<span style="font-family:"新細明體",serif">，因素分數與總分相關皆大於</span>.7<span style="font-family:"新細明體",serif">，三項因素建構效度為</span>.766<span style="font-family:"新細明體",serif">、</span>.742<span style="font-family:"新細明體",serif">以及</span>.856<span style="font-family:"新細明體",serif">。本研究在分析正式試後得到下列結果：</span>1.<span style="font-family:"新細明體",serif">本研究發展之</span>CADA<span style="font-family:"新細明體",serif">具有良好信效度，對注意力之解釋能結合特殊教育應用；</span>2.<span style="font-family:"新細明體",serif">一般學生在注意力表現上會隨著教育階段而提高</span>(p < 0.1)<span style="font-family:"新細明體",serif">；</span>3.ADHD<span style="font-family:"新細明體",serif">學生的</span>CADA<span style="font-family:"新細明體",serif">商數會顯著低於一般學生，三項因素中圖畫和推理兩項注意力分數達顯著差異</span>(p < 0.5)<span style="font-family:"新細明體",serif">；</span>4.<span style="font-family:"新細明體",serif">比較服藥與未服藥之</span>ADHD<span style="font-family:"新細明體",serif">學生注意力表現，未服用藥物之</span>ADHD<span style="font-family:"新細明體",serif">學生除</span>CADA<span style="font-family:"新細明體",serif">商數低於服用藥物之</span>ADHD<span style="font-family:"新細明體",serif">學生，三項因素分數在數據呈現上也都低於服藥之</span>ADHD<span style="font-family:"新細明體",serif">，同時以語文注意力的數據差距最多，顯示藥物對於</span>ADHD<span style="font-family:"新細明體",serif">與本測驗之注意力表現可能存在影響，唯本次</span>ADHD<span style="font-family:"新細明體",serif">抽樣數乃依照自然出現率（</span>5<span style="font-family:"新細明體",serif">％）進行抽樣，尚無法對於</span>ADHD<span style="font-family:"新細明體",serif">用藥與否之表現差異進行確切推論，有待後續進一步再研究探討。本研究最後根據研究結果提出相關建議，提供教育與研究人員在測驗使用與結果解釋之參考</span></span></span></span></span></p>